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Teacher-Child Relationships, Classroom Climate, and Children's Social-Emotional and Academic Development
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Rucinski, Christina L.; Brown, Joshua L.; Downer, Jason T. – Journal of Educational Psychology, 2018
Previous research has demonstrated that teacher-child relationship quality and classroom emotional climate are each related to children's social-emotional and academic development, yet work examining interactional quality at both child and classroom levels simultaneously is limited. The current study examines whether teacher-child relationship…
Descriptors: Teacher Student Relationship, Classroom Environment, Social Development, Emotional Development
Social-Emotional, Cognitive, and Demographic Determinants of Poor School Achievement: Implications for a Strategy of Intervention
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Kohn, Martin; Rosman, Bernice L. – Journal of Educational Psychology, 1974
Descriptors: Academic Achievement, Cognitive Development, Demography, Elementary School Students
Training for Thematic-Fantasy Play in Culturally Disadvantaged Children: Preliminary Results
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Saltz, Eli; Johnson, James – Journal of Educational Psychology, 1974
Descriptors: Cognitive Development, Disadvantaged, Disadvantaged Youth, Economically Disadvantaged
Social Impact of Age Mixing and Age Segregation in School: A Context-Sensitive Investigation.
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Allen, Joseph P. – Journal of Educational Psychology, 1989
The effects of a school's age organization (age-segregated versus age-mixed) were examined within a quasi-experimental design with 702 sixth-, seventh-, and eighth-grade students. Factors measured include popularity, perceived competence, and mixed-age and cross-sex friendships. (TJH)
Descriptors: Age Differences, Age Grade Placement, Cognitive Development, Elementary School Students